Pursuit Of Higher Education Research Articles

The Role of Critical Pedagogies in Early Childhood Education to Create Pathways into STEM for Racially Minoritized Communities

This longitudinal study examines the long-term impact of critical pedagogy on the academic and social development of students from a marginalized Mexican American borderland community, with a specific focus on their trajectories in STEM (Science, Technology, Engineering, and Mathematics) fields. Drawing on in-depth interviews with three students who participated in a critical pedagogical approach during their formative elementary years, this case study explores how power, agency, and curiosity were cultivated in the classroom and how these elements influenced the students’ pursuit of higher education and careers in STEM ten years later. The findings reveal that an equitable distribution of power and the fostering of student agency through critical-based pedagogies empowered students to engage critically with their learning and to challenge systemic barriers. Furthermore, this study highlights the role of early curiosity in sustaining students’ interest in STEM, despite encountering obstacles in higher education environments dominated by market-driven influences. By situating this research within the broader context of critical pedagogy and its emphasis on social justice, the study underscores the transformative potential of education in shaping the futures of minoritized students in STEM disciplines.

Exploring the Socio-Cultural Barriers that Hinder Female's Access to Higher Education in Rural Areas of Quetta and Examining Female Perspectives on the Effectiveness of These Barriers

The study primarily aims to identify and analyze socio-cultural obstacles that prevent women from pursuing higher education in rural Quetta. It focuses on examining how women perceive the effectiveness of these barriers. This study utilized a qualitative research methodology to investigate the experiences of ten young female participants encountering socio-cultural obstacles that hindered their pursuit of higher education. The researchers conducted in-person interviews with participants using a semi-structured questionnaire, allowing for a full analysis of their experiences. The socio-cultural impediments examined include patriarchal culture, early marriages, priority for sons' education, co-education and male teachers, and social bias towards females. The findings indicate that although these obstacles exist, many young females do not view them as effective in discouraging their pursuit of higher education. This study highlights women's unfavorable situation in rural areas of Quetta, highlighting the need for more effective strategies to encourage women to pursue higher education.

Empowering Women’s Educational Journeys: Navigating Challenges in Pursuit of Higher Education in Dera Ghazi Khan

Empowering Women’s Educational Journeys: Navigating Challenges in Pursuit of Higher Education in Dera Ghazi Khan

Response to R. Shep Melnick’s Review of Developing Scholars: Race, Politics, and the Pursuit of Higher Education

Response to R. Shep Melnick’s Review of <i>Developing Scholars: Race, Politics, and the Pursuit of Higher Education</i>

Developing Scholars: Race, Politics, and the Pursuit of Higher Education. By Domingo Morel. New York: Oxford University Press, 2023. 242p. $99.00 hardcover, $27.95 paper.

Developing Scholars: Race, Politics, and the Pursuit of Higher Education. By Domingo Morel. New York: Oxford University Press, 2023. 242p. $99.00 hardcover, $27.95 paper.

From Immigrant Legacy to Educational Future: Redefining Latinx Immigrant Familial Engagement in College-Going Habitus Cultivation

ABSTRACT This paper utilizes Latinx Critical Theory, assets-based methodology, and a sociohistorical approach to investigate how college-going habitus is cultivated amongst Latinx immigrant families. I define a college-going habitus as an orientation toward the pursuit of higher education that can be constructed through a variety of histories and means. Leveraging data from 28 interviews with children of Latinx immigrants applying to college, I explore the role immigrant familial histories (immigrant legacies) play in college-going habitus construction and how they challenge traditiosnal notions of familial involvement. I argue that an attention to immigrant legacies demonstrates the lifelong cultivation of higher education aspirations amongst children of immigrants and shows that we must look beyond familial educational histories when understanding how students craft their college trajectories.

Gender Stratification, Racial Disparities, and Student Debt Trajectories in the United States

In the United States, post-secondary educational outcomes are stratified by gender, with women attending college and completing their degrees at higher rates. At the same time, student loan debt has become an ubiquitous part of the college process for many pursuing higher education, increasing the financial risks associated with the pursuit of higher education while lessening the financial rewards. Using data from the National Longitudinal Survey of Youth 1997 (NLSY97) of young adults who ever attended a post-secondary institution and growth curve models, we estimate gender disparities in student debt trajectories throughout young adulthood. Building on work on the racialization of the student debt landscape (Houle & Addo 2022), we also investigate the intersection of race and gender, and include both within race gender analyses and within gender racial analyses. Gender differences in student debt at baseline, or at the age of first college enrollment, are large and the gender debt gap grows at 1.2% per year. We document evidence of a curvilinear relationship in student debt in young adulthood, with student debt accumulating at the beginning of the college enrollment period and the rate of increase declining over time as adults age. Women, who start the period with larger amounts of student debt, experience faster growth in their debt accumulation followed by lower declines relative to young adult men. These patterns are magnified among Black young adults, with the gender debt disparity between Black women and Black men growing 3.4% annually. We find no association between gender and student debt trajectories among Latinx and White young adults. Within-gender models highlight the prevalence of the student debt crisis among Black women and Black men. Additional analyses suggest gender differences in debt trajectories are a function of postsecondary and young adult socioeconomic characteristics, reflecting broader societal inequalities that stem from structural elements related to post-secondary schooling and economic status. These patterns may inhibit wealth-building among women and Black adults in the United States.

Optimizing Academic Journey for High Schoolers in Oman: A Machine Learning-Enabled AI Model

This article presents a comprehensive exploration of the development of an AI-driven Gen-Alpha education guidance indicator for Oman, employing cutting-edge machine learning techniques. The primary objective is to deliver a highly personalized support system and guidance mechanism that accompanies students throughout their academic journey. The research places a spotlight on the pivotal role of Artificial Intelligence (AI) within the realm of education. It skillfully demonstrates AI’s robust capabilities in accurately forecasting student performance through the effective use of data mining and advanced machine learning techniques. An integral aspect of this research is the application of AI in aiding students to navigate the involved process of subject selection for their higher education pursuits. This multidimensional process encompasses exhaustive data collection, the detailed creation of a sophisticated machine learning model, and the application of a diverse array of state-of-the-art algorithms. Among these algorithms, K-Nearest Neighbors (KNN), Decision Trees, Random Forest, and Support Vector Machines (SVM) stand out prominently. Notably, the SVM algorithm emerges as the outright winner, delivering an extraordinary accuracy rate of 77%. This remarkable achievement underscores the model’s unwavering robustness and its potential to redefine the educational landscape in Oman. In essence, this paper transcends the boundaries of conventional research and offers conclusive validation of AI’s revolutionary potential in reshaping educational paradigms. By facilitating data-driven decision-making, the AI-driven Gen-Alpha education guidance indicator empowers students to embark on their educational journeys well-informed and confident, thereby playing a pivotal role in advancing Oman’s education system.

Effects of salient factors on the pursuit of higher education among multicultural youth in Hong Kong.

This study presents novel and compelling evidence of the disparities in factors influencing the beliefs and aspirations for higher education among mainstream and immigrant youth in Hong Kong, particularly those who are underprivileged. We developed and validated a psychometric questionnaire, known as the Post-Secondary Education Pursuit Instrument (PSEPi), which was administered to 4,850 students aged between 15 and 18 years old from 23 secondary schools. The objective of this study was to explore the factors that impact students' choices and plans for higher education. The results of the one-way Multivariate Analysis of Variance (MANOVA) analysis deepen our understanding of the differential effects of success and obstacle factors on students' higher education pursuits across various cultural groups. The underprivileged mainstream, Chinese immigrant, and ethnic minority South Asian youth reported a perceived glass ceiling effect associated with their ethnic backgrounds, as well as financial aid barriers, while pursuing higher education, in contrast to their average Hong Kong mainstream counterparts (mean Cohen's d = 0.40). The direct effects and multiple mediation analyses demonstrated that significant others' influence, particularly the influence of parents, and locus of control are prime determinants of the perceived usefulness of higher education for all student groups. The implications are that educational policies should be implemented to level the playing field in higher education admissions for both privileged and underprivileged youth in Hong Kong and other international countries. Overall, this study provides robust empirical evidence that can be utilized to enhance educational policies and practices to bridge the gap between mainstream and underprivileged immigrant youth in their pursuit of higher education.

라이프코스 관점으로 본 한국 고등교육 진학 성인이주민의 특성에 관한 연구

[Purpose] This study aims to understand the characteristics of adult immigrants who aspire to enter or have entered higher education institutions in South Korea from a lifecourse perspective.&#x0D; [Methods] Through an online survey, we collected data from 407 adult immigrants residing across the nation, seeking to explore the intricate interplay of pre-migration and post-migration factors that shape their educational aspiration and access to higher education.&#x0D; [Results] Our analysis revealed that pre-migration factors, such as prior education and job experiences, played a significant role, as did post-migration factors like participation in Korean language education programs. Additionally, we found that post-migration life conditions, such as current household income, marital status, and nationality significantly influenced adult immigrants' access to higher education.&#x0D; [Conclusion] These findings highlight the importance of understanding adult immigrants' educational aspirations or access within the broader context of their own lifecourse trajectory. By adopting a lifecourse perspective, we shed light on the multifaceted nature of the factors that influence adult immigrants' pursuit of higher education in South Korea.

The Effect of learning resources on enrollment for higher education and career advancement in Kenya

The higher education space appears to have greatly evolved in the last two decades following a raft of reforms. Education and career growth are widely perceived to be intricately interlinked. Education leads to overall economic growth as well as increased income for the individuals. This has resulted to an increase in demand for higher education as individuals advance in their cognitive and social skills leading to development in human capital. However, the attainment of higher education is dependent on the quantity and quality of inputs which shape the outcomes. To address this gap, the paper examined the effect of learning resources on the pursuit of higher education and career advancement in Kenya. Career advancement increases individual’s competitiveness and translates to deliberate progression in work and socioeconomic growth. The paper is motivated by the human capital theory which associates higher education to increase in productivity of human beings through improved skills, the social cognitive career theory which explains self-efficacy and academic efficacy to individual economic development as well as the input output theory which in this context links the learning resources as inputs in higher education and the acquired academic knowledge which is an output to career advancement of primary school teachers. Findings from the study revealed the significant role played by the available learning resources. The study recommends that the MOE, TSC and education stakeholders, leverage on the findings from the study when making decision regarding higher education in relation to career advancement and growth.

Implementation Deep Learning Method On Decision Support System For Smart Indonesia Card Scholarship At University Of KH. Bahaudin Mudhary Madura

Scholarships are financial aid or funds awarded to individuals or groups to support education, research, or other academic development. There are many types of scholarships such as academic achievement scholarships, non-academic achievement scholarships, financial scholarships, and others. College scholarships are financial aid or funds provided to students to assist them in their pursuit of higher education. Scholarships in tertiary institutions can be full such as smart card scholarships or partial such as free tuition scholarships, and the aim is to encourage wider access to education and help students who are talented but face financial constraints in pursuing their education. At the University of KH. Bahaudin Mudhary Madura for scholarship applicants there are very many, there are hundreds or even nearly thousands of students who register, especially on the smart Indonesian card scholarship and this also requires very fast time and a good level of accuracy in decision making. Therefore, it requires a decision support system. In this study, the deep learning method was applied to a decision support system with a loss of 1.43%, an accuracy rate of 98.57% and a system runtime of 77ms/step.

Navigating Higher Education: Insights from First‐Generation Doctoral Students

ABSTRACTAccess to higher education is a form of capital that is not always equally distributed. First‐generation doctoral students (FGDSs) face unique challenges and barriers which can make it difficult for them to navigate academic and institutional structures and access key resources and support. We present preliminary findings from interviews with 8 FGDS participants who pursue doctoral degrees in the field of information science in Canada. Interviews focused on identifying FGDSs' information practices in their pursuit of higher education. An inductive thematic analysis revealed the diverse information needs and sources utilized by this understudied population. The results provide insights about affective dimensions of information seeking and the role of mentors as key information intermediaries in supporting more diverse, inclusive, and equitable space for FGDSs. The poster concludes with implications for practice to improve the interfaces between FGDSs and higher education institutions as well as the broader academic landscape.

From undeserving to deserving: Undocumented students’ resistance to being shut out in the transition to college

AbstractThis study examines college access among undocumented students in Elkhart County, Indiana to understand how institutional actors are responding to revelations of their legal status. Using data from 39 life history interviews, we demonstrate how undocumented students’ transition to college can hinge on the extent to which students are deemed deserving or undeserving by institutional actors. Also, participants seek out resources for reaching college through resisting abrupt abandonment by seeking alternative sources of support to ensure their transition to college. We argue that undocumented students are much more active in this process than tends to come across in previous research.Practical Takeaways Institutional actors—teachers, counselors, or college administrators—can constrain or facilitate undocumented student's transitions to college at various points. Institutional actors in new immigrant communities tend to lack resources and information needed to meet the college going needs of undocumented students. When denied access or overlooked during the pursuit of higher education, undocumented students are agentic and seek out resources elsewhere.

Challenges Faced by International Students: A Case Study of Jambi’s Institute of Higher Learning

Although there have been many studies investigating international students, many of them focused on the students who travel in pursuit of higher education in English countries and/or universities. This current qualitative study is intended to explore the experiences of international students, particularly the challenges, and strategies to deal with the challenges and the culture shock while studying in Jambi, Indonesia. In order to collect the data, a semi-structured interview was employed and guided by an interview protocol to stimulate the participants in answering the questions during the interview. The participants of this study were nine international students who studied at one public university in Jambi. Through thematic analysis, we found that international students faced some challenges living and studying in Jambi, such as language issues, academic issues, individual issues, and living style and related issues. To overcome the challenges, international students employed two main strategies, including self-management strategies and seeking help. Moreover, although the culture of international students is quite similar to the culture of the hosting country, we identified a lack of foreigner sense and physical contact as the culture shocks experienced by one international student. Looking at the challenges and culture shocks experienced by international students, this study suggests that preparation is crucial for prospective international students before pursuing their studies overseas.

Educational Gender Inequality in China Rural Area

Gender Equality has always been a concern of researchers all over the world. Every country has made an endeavor to promote gender equality in various domains, one of which is Education. Even though compulsory education has shrunk gender inequality concerning education in rural China, many girls in underprivileged regions still decide to stop their studies after completing the required schooling because of financial problems or some family issues. This phenomenon highlights the difficulties and obstacles that women face when pursuing an education, which is brought on by a variety of circumstances, including societal and familial considerations. This essay examines the reasons behind gender discrimination and the barriers to education encountered by Chinese women living in disadvantaged regions while also proposing strategies for improvement. The results indicate that rural women's pursuit of higher education may be hindered by societal stereotypes, social and cultural effects like patriarchal ideology, and familial factors such as lack of educational resources and low educational levels of parents.

Young adult caregivers in higher education: a study of prevalence in France

ABSTRACT Young adult caregivers are people aged 18–25 years who care for a relative with an illness/disability. They are an understudied population. In France, there are currently no data and no public services specifically targeting them while literature showed that caregiving has consequences on academic development. As the pursuit of higher education is a societal expectation, the aim of this study was to examine the prevalence, characteristics, and mental health of young adult caregiver students in France to promote policy and practice development. Between February 2019 and April 2021, 6767 students (77.28% women; Mage = 20.14, SDage=1.87) answered a self-report questionnaire assessing sociodemographic-academic characteristics, relative’s illness/disability, caregiving activities, perceived support, and mental health. Results showed that 63.17% of participants were confronted with the illness/disability of a relative, and 15.86% provided a high level of support and could thus be classified as young adult caregivers. They were generally females from low-income families who experienced financial hardship, and they mostly cared for a mother or grandparent with a physical or mental illness. Regarding academic characteristics, they were mostly enrolled on a care-related course, in some cases via a distance learning program. They reported current and previous academic difficulties. They reported poorer mental health than noncaregivers. The identification procedure based on the extent of caregiving activities should be tailored to the characteristics of emerging adults. Considering the high prevalence of young adult caregivers in France, there is an urgent need to enhance awareness to better identify and support those in higher education.

Addressing Financial Barriers to Higher-Education

Many students choose not to pursue higher education due to its financial burden and the looming threat of debt that follows. However, 10 million dollars of scholarship money in Canada goes unclaimed each year due to a lack of applicants (Griffiths, 2022). Students who require financial assistance for higher education can only capitalize on the available scholarship money if they have the necessary skills to create successful applications (Hoff, 2013). Furthermore, the low-income students who will benefit the most from access to these resources often have to work part-time jobs after school, so they are unable to devote the necessary time to this process (Singh,1998). To address this barrier, we have developed an equitable, accessible module-based program that strives to connect the surplus of untapped scholarship money each year with students who desire to fund their pursuit of higher education. These modules will facilitate equitable access to higher education by fostering students' skills related to budgeting, financial planning, scholarship searching, and application writing and will be implemented directly in the high school curriculum. To facilitate their implementation and avoid any potential pitfalls, the modules would decrease the burden on educators, be accessible to students with disabilities, and include content-related to cybersecurity. By helping foster students' self-efficacy and confidence in their knowledge and skills so they can apply for funding, we aim to increase the number of people applying for scholarships so that financial resources are no longer a significant barrier to higher education.

To approach or to avoid: The quadripolar model of achievement motivation revisited in a Confucian-heritage context.

Academic challenges and failure are inevitable in pursuit of higher education. According to the self-worth theory, trying hard but failing implies low ability that would be a threat to personal worth, thus preventing students from approaching academic challenges. Nevertheless, previous studies have shown that students in the Confucian-heritage contexts (CHCs) tend to persist rather than quit in the face of academic failure. According to the role obligation theory of self-cultivation (ROT), the CHC learners would perceive academic failure from personal and interpersonal perspectives. The former refers to personal obligations to exert oneself toward the ultimate good, and the latter refers to fulfilling filial obligations to parents by achieving academic excellence. Given the fundamental differences in learners' perceptions of academic failure between the CHCs and the Western, Educated, Industrialized, Rich, and Democratic (WEIRD) contexts, this study examined the applicability of the quadripolar model of achievement motivation based on the self-worth theory in a CHC higher education institution. Results of confirmatory factor analysis (CFA) supported a two-factor model of fear of failure, including a personal and an interpersonal subfactor. Latent class analysis (LCA) showed that apart from the four existing categories of the quadripolar model, two additional CHC categories emerged and constituted half of the sample. The two CHC categories demonstrated different learner characteristics compared with their corresponding quadripolar categories in terms of levels of emotional distress and academic risk-taking tendency. The results may help debunk the myth that learner characteristics in the CHCs are identical to those observed in the WEIRD contexts. The fundamental differences in fear of failure further indicated the inadequacy of the self-worth theory in explaining achievement motivation in the CHCs where relationalism and role obligations are significant parts of the cultural traditions.

The effects оf Chinese population policy оn the labour market

Faced with high levels of poverty, China introduced its "one-child policy" in 1980 and began economic and systemic reforms that led to the country''s strong economic development. Thanks to the improvement in the average standard of living, certain socioeconomic aspects related to women''s employment, the pursuit of higher education, delays in childbirth, and the number of children have changed. These changes have not only reduced the number of children being born and led to population aging, but have also affected the labour market. The aim of this paper is to determine the effects of Chinese population policy on selected labour market indicators: labour force by age and sex in rural/urban areas, the labour force participation rate, and the unemployment rate. Research results from 2010 to 2020 show the growth of the labour force, while the unemployment rate has been growing since 2018. It is noticeable that the number of workers in the labour force is growing in cities, while it is declining in rural areas. On the other hand, the unemployment rate is lower in rural areas, while the growth of unemployment is evident in urban areas. The research shows that the long-term implementation of this population policy has resulted in a larger number of men, leading to greater participation of men in the labour force. Despite measures to improve the position of women at work, women''s social security is still not guaranteed, and it is more difficult for women to decide to expand their families. As China has ambitious plans for economic development, defining adequate population and social policies is crucial for their implementation.